PROFESSIONAL COMMUNITIES

The MALEI Mission calls for the Institute to provide scientific leadership toward healthier educational practices in mathematics. One way of doing so is to generate and disseminate new scientific knowledge. Another is to catalyze widespread engagement of scientists and educators in conducting similar research, and in implementing the scientific findings.

Especially for the latter, the MALEI Mathematics Institute identifies with those professional communities whose concerns and intentions are in harmony with The MALEI Mission. At the bottom of this page are listed several organizations which represent such communities. Please notify us of any others who should be included in that list, via office@malei.org. Thank you.

The Institute strives to promote active networking among communities of professionals having special interests in the following areas on which MALEI currently is focusing or intends to focus:

• mathematical foundations of curricular mathematics
• vector-algebraic foundations of arithmetic
• mathematical preparation of teachers, teacher-educators, and curriculum developers
• educational health in mathematics
• mathematics-learning distress (anxiety, etc)
• clinical research in personal mathematical comprehension
• development of methods and technologies for clinical instruction, research, and development
• applications of operations-research to learning-psychology
• science of personal psychomathematical development
• linguistic aspects of mathematical growth
• science of instructional management of mathematical learning
• power education in mathematical methods of learning
• supplementary mathematical education of school/college students
• scientific significance of frontier projects and innovations
• OTHERS? We are open to suggestions: office@malei.org

 

Many of MALEI's contributions toward the improvement of educational practices have been, or will be made through liaison with such organizations. Sometimes, MALEI assists such organizations through services for specific committees or for specific functions – sometimes through A/V presentations at their conferences. Sometimes those organizations assist MALEI by announcing MALEI events, accepting MALEI inputs into their own products or events, or facilitating MALEI communications with their own professional communities.

• (CBMS) Conference Board of Mathematical Sciences
• (MAA) Mathematical Association of America
  • (MAA/COMET) MAA Committee on the Mathematical Education of Teachers
  • (MAA/CRAFTY) MAA Committee on Curriculum Reform Across the First Two Years
  • (MAA/TYC) MAA Committee on Two Year Colleges
  • (MAA/CUPM) MAA Committee on the Undergraduate Program in Mathematics
  • (MAA/OK-AR) MAA Oklahoma-Arkansas Section
  • (SIGMAA-RUME) MAA Special Interest Group for Research on Undergraduate Mathematics Education
  • (SIGMAA-TAHSM) MAA Special Interest Group on Teaching Advanced High School Mathematics
• (RCML) Research Council on Mathematics Learning
• (MATHSPIN) Mathematics Special Professional Interest Network of the National Association for Developmental Education
• (PME-NA) North American Chapter of the International Group for the Psychology of Mathematics Education
• (SMP) Society for Mathematical Psychology
• (AMS) American Mathematical Society (AMTE) Association of Mathematics Teacher Educators
• (AMATYC) American Mathematical Association of Two Year colleges
  • (AMATYC/DMC) AMATYC Developmental Mathematics Committee
  • (AMATYC/TPC) AMATYC Teacher Preparation Committee
• (MER) Mathematicians and Educational Reform